INTERVENTION STRATEGY:



INTERVENTION STRATEGY:

Phonemic Activities for Reading

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|Brief Description: Below are eight activities to promote phonemic awareness. |

|Materials Needed: |

|Listening to Sequences of Sounds- Objects that make interesting distinctive sounds. |

|Nonsense- Book of familiar stories or poems |

|Clapping Names- None |

|Finding Things: Initial Phonemes- Picture Cards |

|Word Pairs I: Take a Sound Away (Analysis)- None |

|Word Pairs II: Add a Sound (Synthesis)- None |

|Two-Sound Words- Blocks, Two-phoneme word cards. |

|The Analysis Game |

|The Synthesis Game |

|Troll Talk II: Phonemes- None |

|Implementation: These intervention strategies can vary but generally they can be implemented for a small group or an individual by|

|either the teacher or a paraprofessional. If an intervention deviates from this it will be noted below. |

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|Listening to Sequences of Sounds- This game has children identify sounds. To this, the teacher makes a sound, with the students |

|eyes covered, and then the students are asked to identify what the sound is, without peaking. Initially this is done with only one|

|sound but, as the skill level of the students increases more sounds can be added. Students can answer either as a group or |

|individually, however, it is important that the students only answer when called upon. Also it is important to assess the class, |

|individually, for progress and to encourage complete sentences. |

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|Here is an example of the game. |

|Teacher “Everyone close your eyes and listen carefully. I am going to make two sounds that I want to you identify. Be sure not |

|to answer until I have called on you and make sure that you answer in complete sentences. Does everyone understand?” |

|Students “Yes!” |

|Teacher “Ok, close your eyes.” Wait until everyone has closed their eyes and make sound. Then five seconds later make another |

|sound. Then call on either a student or the whole group to answer. |

|Students “There were two sounds. First we heard a _______, and then we heard a ______.” |

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|Here are some objects that make interesting, distinctive sounds: |

|Banging on a wall/table/lap, blowing, blowing a whistle, blowing nose, clapping. Clicking with tongue, closing purse, coloring hard|

|on paper, coughing, crumpling paper, cutting with a knife, cutting with scissors, dropping (various things), drumming with fingers,|

|eating an apple, folding paper, hammering, hopping, noisy chewing, opening window or drawer, pouring liquid, ringing a bell, |

|rubbing hands together, scratching, sharpening a pencil, slamming a book, smashing crackers, snapping fingers, stamping, stirring |

|with teaspoon, tearing paper, tiptoeing, turning on a computer, walking, whistling, writing on board, writing with a pencil. |

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|Nonsense- This activity has a teacher read a familiar story or poem to the students. While reading, the meaning will be changed to|

|nonsense by changing its words or wording. Before the activity begins, students are encouraged to close their eyes to help |

|concentrate. The students’ task is then to identify, when the meaning of the word is changed. When this occurs, students should |

|explain what made the meaning nonsense. Initially the changing in meaning should be easy to identify, but, as the school year |

|progresses the task should become more challenging and more subtle. This can target such goals as awareness of phonology, words, |

|syntax, and semantics of language. Calling on students should be varied between individuals and the whole group. |

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|Clapping Names- This is done by clapping syllables of student’s names. Before starting, this activity should be modeled to the |

|students by clapping syllables of names that are varied in length. The teacher should encourage the students to join in, on |

|clapping and saying of the name. After each name is said, have the students say how many syllables were clapped. After the |

|students understand and begin to participate, have them try the activity on their own by clapping the syllables in their full |

|names. This can also be modified to include saying other names. |

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|Finding Things: Initial Phonemes- This strategy requires that students form a circle on the floor. After this is done, the teacher|

|spreads out some picture cards. The teacher then gives an introduction to this activity. Which can be something like this, “I |

|have spread out some pictures in the middle of the circle and I am going to say a letter. After I say this letter I am going to |

|call on someone in the class to find all of the picture cards that start with that letter. When you find a card you are to say its|

|name and initial phoneme. For example if the letter was f and you picked a card with a picture of a fish you should say |

|‘f-f-f-f-ish.” After it is introduced, have the children complete the activity. |

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|Word Pairs I: Take a Sound Away (Analysis)- This activity has teachers taking away initial sounds in a word to form another word. |

|For example if you say “f-f-f-ear” and then take away the first sound you get “ear.” Have the students repeat after both words. |

|Students are then asked what sound is being taken away; the words can be repeated if necessary. |

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|For example: |

|Teacher “Sometimes when you take a sound away from ca word, you end up with a totally different word. I am going to say two |

|words. After I say each one, I want you to repeat them after me. When I am done I want you guess which sound has been taken away.|

|I can repeat the words if necessary. Do you understand?” |

|Students “Yes.” |

|Teacher “Listen carefully the first word is f-f-f-ear.” |

|Students “F-f-f-ear” |

|Teacher “The second word is ear.” |

|Students “Ear.” |

|Teacher “Okay now what sound is taken away?” |

|Students “P?” |

|Teacher “That’s not quite right. Listen again; f-f-f-ear, ear, f-f-f-ear, ear.” |

|Students “F!” |

|Teacher “That’s right, let’s try another one.” Continue with other words. |

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|Word Pairs II: Add a Sound (Synthesis)- This activity is similar to the first Word Pairs, except this time instead of taking away |

|sound, a sound is added. Firs example that sometimes when a sound is added to a word a new word is created. For example say “ox” |

|and have the children repeat the word. Then ask what happen if an “f-f-f-f-f-f” sound was placed in front of the word “ox”. The |

|say “f-f-f-f-f, ox, f-f-f-f-f-, ox, f-f-f-f-f-f, ox, f-f-f-f-f, ox.” The students should say “fox!” Then explain something like |

|“We put a new sound at the beginning and now we have a new word.” Initially a lot of guidance is given and done in a group setting|

|for example when adding the “m” sound to “ice” might have everyone say “ice, m _ _ _ _, ice, m-m-m-ice, mice.” Once students have |

|an understanding of this activity, the level of difficulty should be increased. Constant blends, should be only used when students|

|have a good understanding of the activity. |

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|Two-Sound Words- This is made up of two games The Analysis Game and The Synthesis Game. When starting only The Analysis Game |

|should be played. When moving on to harder tasks, it is important to make sure that every child understands the activities because |

|each activity is built upon one another. Also when using new words it is important to make sure that the students are familiar |

|with the words. If they are not it be necessary to review the meaning of the words. In order to play this game, each student |

|needs two blocks. The teacher should also have two blocks and a set of pictures. |

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|The Analysis Game- This game has the students sit in a circle. In the middle of a circle picture cards are placed face down. Ask |

|a student to pick a card. When they pick a card have that student say the word. For example if a student picked a picture of bow.|

|They would say “bow.” The teacher would repeat the word but in more slowly and with half-second intervals between the two phonemes|

|of the word (b…ō). Next all of the children should repeat what the teacher said (b…ō). This helps the students see that there are|

|two distinct sounds in “bow.” Next the teacher places two blocks under the pictures and points to one while saying the first sound|

|(b while pointing) and, after a slight pause, pointing to the other one while saying the second sound (ō while pointing). The |

|students mimic this process with their own blocks. This is done in increasing speed, until the sounds are blended to make the |

|word. |

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|The Synthesis Game- This is, in may respects, the opposite of The Analysis Game. This time the teacher know the identity of the |

|picture and places it face down in front of him or her. Now the teacher says the name of the picture phoneme by phoneme (b…ō), |

|while pointing at one block when saying the first phoneme and pointing at the other phoneme when saying the second phoneme. He |

|asks the students to repeat, faster and faster, until all students thinks they know what the word is. When they think they have |

|it, have the students raise their hands. Then either call someone to say their answer or answer as group. Finally, after all |

|suggestions are gathered, turn the picture over and say the word. |

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|Troll Talk II: Phonemes- This activity is from (Adams et al, 2004). |

|The activity begins be telling the students a story. The main character will be a troll, but if trolls are unfamiliar to the |

|students it can be substituted for some other mythical creature: |

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|“Once upon a time, there was a kind, little troll who loved to give people presents. The only catch was that the roll always |

|wanted people to know what their present was before giving it to them. The problem was that the little troll had a very strange |

|way of talking. If he was going to tell a child that the present was a bike, he would say ‘b-i-k.’ Not until the child has |

|guessed what the present was, would he be completely happy. Now I will pretend to be the troll. I will name a surprise for one of|

|you. When you figure out what it is, it will be your turn (Adam et al, 2004, p. 6).” |

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|After this is done, choose a student and pronounce the name of the present, phoneme by phoneme. When the student guesses the |

|present, they then get to choose a present and pronounce it to another student. Generally, it is a good idea to start of with two |

|or three syllables and then have harder words when the students become familiar with the activity. Below are some names of presents|

|that might be used. |

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|Ape, bean, book, bow, bread, brick, broom, cheese, desk, dog, dress, eel, glass, ice, moose, pan, pea, pen, phone, shoe, skate, |

|soap, stool, stump, tie, train, truck (Adam et al, 2004). |

|Schedule for implementation: These should be done 15-20 daily. |

|Variations: |

|Clapping Names- This involves having the students count while counting the syllables in their first and last together. The |

|students can also hold two fingers horizontally under their chins. This way the students can feel the chin drop for each syllable.|

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|This can also be done as a chant, like “Blippity, Bippity Bumble Bee, Tell me what your name should be.” Point to a student and |

|that student says their name out loud |

|Next say “Clap it!” and have the students repeat the name verbally and clapping at each syllable |

|Then say “Whisper it!” This time have the students whisper the name while clapping for each syllable. |

|Finally say “Silent!” For this activity have the students repeat the name, silently enunciating syllables with mouth movement. |

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|Finding Things: Initial Phonemes- For this variation have the students make two piles according to initial phonemes, like a “b” |

|pile and a “f” pile. Next pass out cards to the students and have them say the initial sound and place the picture in the |

|corresponding pile. |

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|Another variation of the game is similar to the game of memory. This time pass pictures out to students, and have them name the |

|picture, and then place them face down on the floor. Next have students flip over a card and say the initial sound and then flip |

|over another card and say that card’s initial sound. Have the student decided if the two cards have matching initial sounds. If |

|they are the same initial sounds, allow the student to keep the pair for the reminder of the activity. |

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|Word Pairs I: Take a Sound Away (Analysis)- This activity has the teacher say student’s name without the initial sound (e.g. |

|[M]-ichael). The students have to say whose name was called and what initial sound is missing. |

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|Another variation has the students using both words in a sentence to help emphasize the difference in meaning. |

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|Word Pairs II: Add a Sound (Synthesis)- A variation of this activity has the students using both words in a sentence to help |

|emphasize the difference in meaning. |

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|Two-Sound Words- These activities can also be used by using words that do not have picture cards. When doing this make sure that |

|each word is used in a sentence (e.g. “Chew. Please chew your food before you swallow it. Chew.”). After the games are played, |

|students can be asked to use words in a sentence. |

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|These games can also have blocks replaced by letter tokens. In this case the student would point to the corresponding letter |

|token. If this is the case make sure to avoid silent letters or digraphs. |

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|Troll Talk II: Phonemes- For this variation, students are given three picture cards. These picture cards are then “presents” that |

|they can give other students. These “presents” can be given away, one at a time, by sounding out the word. Before the potential |

|receiver of the “present” can receive the gift, they most correctly guess the “present.” The receiver then gets to keep the |

|picture. |

|Research Summary & References: |

|This strategy and several variations of it have been referenced in many books. The following books and references may be consulted|

|to learn the essentials and variations of this strategy: |

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|Adams, M. J., Foorman, B., Lundber, I., & Beeler, T. (2004). Phonemic activities for the preschool or elementary classroom. (did |

|not know the rest of the citation). |

|Adams, M. J. Phomeic Awareness in Young Children: A Classroom Curriculum. (this is the book they came from but no year, or |

|publisher). |

|Tool/Attachments: |

|N/A |

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